Civics Teachers’ Perspectives on Linguistically Diverse Students’ Opportunities and Difficulties with Reading and Understanding Texts in Civics

Abstract

This article examines Swedish civics teachers’ perspectives on difficulties and opportunities that their second-language (L2) students encounter when reading textbook texts in civics. The study is based on individual semi-structured interviews with teachers in Grade 9. Civics teachers report uncertainty about identifying the source of difficulties encountered by L2 students when reading civics texts. A four-field model has been constructed and used to study the complex nature of difficulties with civics texts. The findings suggest that the interdependence among the components in the four-field model, and several additional influential factors, such as teachers’ formal training and their understanding of L2 students’ difficulties, are relevant to consider when supporting L2 students in dealing with challenges posed by civics texts.